By Dr Rosemary Webb, Rosemary Webb
This article discusses the idea and perform of a number of vital components of cross-curricular paintings in basic colleges. It makes use of the nationwide Curriculum Council's different types of topics, abilities and dimensions to check what's occupied with such perform and to think about its present prestige in faculties and destiny possibilities.; supplying functional feedback for extra good- tested components reminiscent of environmental reviews, it additionally examines topical yet under-represented issues, talents and dimensions akin to media schooling, scholar self-assessment and self-discipline. The authors argue that cross-curricular perform either contributes to nationwide Curriculum necessities and provides those requisites total coherence. go- curricular perform additionally allows teenagers to increase the data, abilities and ideas which are of price in dealing with, and having fun with, the complexities of the twenty first century. feedback are supplied on how one can offer management and stimulate employees curiosity in those parts via reviewing present guidelines, instructing and assets.
Read or Download Cross-Curricular Primary Practice: Taking A Leadership Role (Handbook for Students and Newly Qualified Teachers) PDF
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Extra info for Cross-Curricular Primary Practice: Taking A Leadership Role (Handbook for Students and Newly Qualified Teachers)
35. PIKE, G. and SELBY, D. (1988) Global Teacher, Global Learner, London, Hodder and Stoughton. SIMPSON, M. (1989) Differentiation in the Primary School: Classroom Perspectives, Aberdeen and Dundee, Northern College. STEVENS, C. 29–30. STEVENS, C. (1995) ‘In search of a sense of achievement’, Times Educational Supplement, 14 April. TRICKER, M. (1992) ‘Support work in primary classrooms: Some management concerns’, in VULLIAMY, G. and WEBB, R. (Eds) Teacher Research and Special Educational Needs, London, David Fulton.
The starting point for examining each of these parts is a group of pupils whom you particularly enjoy teaching and with whom you experience few if any discipline problems. Focus on your most recent contact with this 30 Analysing Classroom Discipline group. The aim is to understand why this group works well. Then, go on to contrast this experience with your experience of a group you find troublesome. Actions It can be helpful to divide actions into two broad categories, those which you take in advance of meeting the group of pupils you are analysing and those which are reactions to events as they unfold.
While in some lessons this may be the most appropriate approach, it involves time-consuming preparation and classroom management is very demanding if all the class are working on individual tasks. Also, the frequent setting of individual work could serve to isolate pupils with SEN from their peers and deny them the opportunity of sharing experiences and learning cooperatively. Webster et al. (1994) suggest that ‘pre-tutoring’ (assisting children in advance of the task to develop or consolidate the skills and concepts to be required) and ‘post-tutoring’ (offering individual feedback on strengths and weaknesses and explanations of any areas of misunderstanding) can greatly assist children with SEN to work on the same tasks as their peers.